國(guó)內(nèi)外學(xué)者鮮少?gòu)臋?quán)勢(shì)的角度對(duì)話語角色進(jìn)行研究。本文認(rèn)為權(quán)勢(shì)也是影響話語角色的關(guān)鍵因素。從話語角色間的關(guān)系入手,本文將垂直型會(huì)話（即權(quán)勢(shì)型會(huì)話）中的話語角色分為兩大類:強(qiáng)勢(shì)話語角色和弱勢(shì)話語角色。強(qiáng)勢(shì)話語角色是本文的研究對(duì)象�；跈�(quán)勢(shì)和等同理論,禮貌理論和話輪轉(zhuǎn)換理論,本文對(duì)強(qiáng)勢(shì)話語角色的研究從權(quán)勢(shì)來源和語用分析兩個(gè)方面展開。進(jìn)行權(quán)勢(shì)來源分析是為了闡明強(qiáng)勢(shì)話語角色的內(nèi)在成因。而進(jìn)行語用分析則是為了揭示強(qiáng)勢(shì)話語角色的語用特征,它們是強(qiáng)勢(shì)話語角色的外在表現(xiàn)形式。最后本文還闡明了強(qiáng)勢(shì)話語角色分析對(duì)教師話語的啟示。本文旨在使交際者充分意識(shí)到權(quán)勢(shì)對(duì)話語角色的影響并對(duì)強(qiáng)勢(shì)話語角色有一個(gè)比較全面深入的了解,從而樹立正確的話語角色意識(shí),促進(jìn)人際溝通的成功。 

【文章來源】：長(zhǎng)春理工大學(xué)吉林省

【文章頁數(shù)】：65 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Contents
Chapter One Introduction
Chapter Two Previous Studies on Speech Roles
    2.1 Foreign Studies on Speech Roles
        2.1.1 Goffman's Study
        2.1.2 J. Thomas' Study
    2.2 Domestic Studies on Speech Roles
        2.2.1 Yu Dongming's Study
        2.2.2 Xu Caixia's Study
        2.2.3 Chen Rudong's Study
        2.2.4 Hu Xizhi's Study
Chapter Three Theoretical Bases
    3.1. Power and Solidarity
        3.1.1 Power
        3.1.2 Solidarity
        3.1.3 Relationship Between Power and Solidarity
    3.2 Politeness Theory
        3.2.1 Definition of Politeness
        3.2.2 Face and Face-Threatening Acts
        3.2.3 Politeness Strategies
    3.3 Turn-Taking Theory
        3.3.1 Definition of Turns
        3.3.2 Turn-Taking Model and Mechanism
Chapter Four Power Resources of the Superior Speech Role
    4.1 Physical Resources
        4.1.1 Physical Strength
        4.1.2 Age
        4.1.3 Gender
    4.2 Social Resources
        4.2.1 Blood Relations
        4.2.2 Official Positions
        4.2.3 Professions
        4.2.4 Wealth
        4.2.5 Giving-and-Receiving Relationships
Chapter Five Pragmatic Analysis of the Superior Speech Role
    5.1 Politeness Strategies in the Address Forms
        5.1.1 Pronouns
        5.1.2 Proper Nouns
            5.1.2.1 Full Names
            5.1.2.2 Surnames
            5.1.2.3 Given Names
            5.1.2.4 Name Variants
            5.1.2.5 Nicknames
        5.1.3 Common Nouns
            5.1.3.1 Titles
            5.1.3.2 Kinship Terms
            5.1.3.3 Endearment Terms
        5.1.4 No-Naming
    5.2 Turn-Controlling Strategies
        5.2.1. Strategies in Turn-Yielding
            5.2.1.1 Nomination
            5.2.1.2 Self-Selection
            5.2.1.3 Complete Self-Selection
        5.2.2 Strategies in Turn-Claiming
            5.2.2.1 Interruption
            5.2.2.2 Insertion
        5.2.3 Strategies in Turn-Maintaining
            5.2.3.1 Monologue
            5.2.3.2 Space-Making
            5.2.3.3 Pre-Sequences
Chapter Six Implications for the Teacher's Talk
    6.1 Negative Effects of the Teacher's Verbal Hegemony
        6.1.1 Leading to Students' Passiveness in Learning
        6.1.2 Constraining Students' Creative Thinking and Personality Development
        6.1.3 Enlarging the Emotional Distance Between the Teacher and Students
    6.2 Suggestions for Constructing Proper Power in the Teacher's Talk
        6.2.1 Constructing Equal Conversations in the Classroom
        6.2.2 Developing Students' Creative Thinking
        6.2.3 Constructing Harmonious Relationship Between the Teacher and the Students
Chapter Seven Conclusion
Bibliography
Acknowledgements



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